Calculus dimension of quantitative reasoning and cooperative learning

Manuel Ricra-Mayorca J.; Doris García-Chauca J.; Angela Romero-Flores L. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.1558

Resumen

Cooperative learning is an educational methodology that promotes collaboration among students, which is essential for the development of skills in the academic environment. This study aims to determine the relationship between the calculation dimension of quantitative reasoning and cooperative learning in higher education students. The study was carried out using a quantitative approach, at the correlational level and with a non-experimental design. The sample was made up of 118 students on the mathematics course at a private university in Lima, Peru. The results revealed that 62.7% of the students accepted the active methodologies of cooperative learning, although 37.3% did not attribute their achievements to group work. In addition, it was observed that 45.8% of the students reached a sufficient level in the calculation dimension of quantitative reasoning, which indicates a significant improvement compared to previous years. The study confirmed a significant relationship between cooperative learning and the quantitative reasoning calculation dimension, with a correlation coefficient of 0.808. These findings highlight the importance of integrating cooperative learning into mathematics teaching to improve academic performance and develop critical skills in students.

Instituciones: Universidad de San Martín de Porres; Universidad Tecnológica del Perú; Universidad Continental